.

CHALLENGES ENCOUNTERED BY THIRD YEAR

BACHELOR OF ELEMENTARY EDUCATION
STUDENTS OF NORMI

AND THEIR ACADEMIC

PERFORMANCE

___________________________________________________

A Research Study Presented to

the Faculty of Teacher Education

Northern Mindanao Colleges Incorporated

City of Cabadbaran

___________________________________________________________

In Partial Fulfillment

of the Requirement of the Degree

Bachelor in Elementary Education

_____________________________________________________________

BY:

GLORY JANE ALCONTIN

JUDELYN N. JOMOC

AIRA SHEN B. MONTERO

PAUL JIREH N. TAMPEPE

ANNIE ROSE VARGAS

 Chapter I

THE PROBLEM AND ITS SETTING

INTRODUCTION

College is a period of significant personal and academic growth, offering new

opportunities, independence and the pursuit of passions and career aspirations.

However, it is also a time filled with various challenges that can hinder a student’s

academic success and overall well-being. They often face a wide range of challenges

throughout their academic journey. These challenges can arise from various sources,

both internal and external. Addressing the challenges encountered by college students

can be found primarily in the Republic Act No.8292, also known as the Higher Education

Modernization Act of 1997 These provide the foundation for resolving various challenges

faced by college students and act as the framework for the improvement and

development of the nation's higher education system.

For us to continue and look ahead for our education, it takes guts and motivation.

Time management, physical condition and financial aspect is some of the challenges

encountered of college students. For students who might find it difficult to efficiently

manage their time and fulfill deadlines, this can be too much to handle. Additionally, the

pressure to perform well academically might cause stress and worry, which will worsen

their performance. Third-year BEED students also have the difficulty of juggling

additional obligations in addition to their academic obligations. Many students must

devote their time and attention to family responsibilities or part-time jobs. It can be tough

to balance these obligations, which could leave you with little time or energy for studying

or finishing tasks. Third-year BEED students frequently struggle to make the adjustment

from classroom theory to real-world teaching experiences. They must finish fieldwork
and teaching practical, which can be difficult and call for strong classroom management

abilities. Some students may find this shift to be too much to handle, which could have

an impact on their confidence and performance in these real-world situations.

Moreover, a student's academic achievement may also be impacted by personal

concerns including relationship troubles, health issues, or financial limitations. Students

may find it difficult to concentrate on their studies and do their best work due to these

obstacles, which can also result in mental anguish, distractions, or even absenteeism. In

conclusion, third-year BEED students encounter a variety of difficulties that can have a

big influence on their academic performances. To get past these obstacles and succeed

academically, students must prioritize their well-being, create useful coping

mechanisms, and ask for help when they need it.

This research will figure out and analyze what challenges of third year BEED

college students often encounter that become a reason why they become an irregular

student and how these affect them in certain aspects of their lives, especially academic

performances. The goal is to identify and justify these obstacles to create focused

networks of support, materials, and interventions that can assist students in overcoming

and adjusting to these challenges. Also, to aims to enlighten the others of the situation

of irregular students and give idea about it.

THEORETICAL FRAMEWORK

This study’s primary goal is to outline the challenges faced by 3 rd year BEED

students. The theory known as the Theory of Challenge and Support (1962) was

developed by Nevitt Sanford, a psychologist a scholar who thought about the

developmental process that college students would go through. He focused on the

interaction between the students and their college environment. A person must

additionally be mentally and physically prepared to grow. College students experience

tremendous personal growth and development, much of which is impacted by the

campus environment (which includes both what happens in and outside of the

classroom). Sanford’s theory of challenges and support is a framework that emphasizes

the importance of finding an appropriate balance between challenging students and

providing them with the necessary support in their education journey. He held that a

learner requires a balance between challenges and support if they are to experience

growth and personal growth. Sanford suggested three factors that influence

development: readiness, challenge, and support.

According to Sanford’s theory (1962), readiness refers to maturation-related

internal processes or favorable external conditions. If a student is physically or

psychologically prepared, this condition of preparedness can help in their developmental

advancement. If not, it can impede their ability to grow and develop. Challenges refer to

circumstances in which a person lacks the abilities, information, or disposition necessary

for coping. And lastly, support refers to environmental safeguards that enable a person

to overcome obstacles. According to Sanford's theory, students who face excessive

challenges may regress in their developmental growth and give up on the task at hand.
It suggests that when students are appropriately challenged and receive the right level

of support, they are more likely to engage, learn, and excel in their academic pursuits. It

can be applied to various educational contexts, including addressing the academic

challenges faced by irregular. college students to help them perform at their best.

Additionally, this theory's central tenet is that progress requires an appropriate level of

difficulty. Aid as necessary for the work. If the pupil receives too much assistance, they

will never truly learn if the challenge is too great, the learner will become frustrated and

underachieve.

The Sanford theory is appropriate to academic challenges faced by irregular

students since it involves readiness, challenge, and support. College students

experience different kinds of challenges, especially irregular students this theory it

emphasizes the difficulties and the developmental growth of the learners. Also, it would

understand who they are as individuals and be a whole.

Schematic Diagram

INDEPENDENT VARIABLES DEPENDENT VARIABLES

Academic Challenges Academic Performances

 time management

 physical condition  GPA*

 financial aspect

Figure 1: Shows the interplay between Independent Variable and Dependent

Variable
 Statement of the problem.

This research aims to assess the challenges of 3rd year BEED students in

Northern Mindanao Colleges. Specifically, this research seeks to answer the following

questions:

1. What are the challenges encountered by 3rd year BEED students in terms of:

1.1time management

1.2 Physical condition

1.3 financial aspect

2. What is the level of academic performance of 3rd year BEED students in terms of:

2.1 GPA

3 Is there a significant relationship between the challenges encountered by the 3rd year

BEED students and the level of their academic performance?

Hypothesis

Ho. There is no significant relationship between the challenges encountered of 3rd year

BEED students and their academic performance?

Scope And Limitations

This research focuses on the problems and challenges of 3rd year BEED college

students at the Northern Mindanao Colleges Inc. Additionally, it will give knowledge and

comprehension of the genuine character of irregular students.

Significance of the study

 This study is useful in examining the significance of understanding the challenges

of 3rd year BEED college students. It attempts to provide information on the causes of

being irregular and how to handle circumstances as an irregular student. This will be

beneficial to the following:

Students to be aware of the difficulties that irregular students face. Its goal is to

disseminate information on the causes of being irregular and how to handle situations

as an irregular student. understanding the actual circumstances not just of irregular

students but also of regular students.

School contends that the organization should use a more flexible strategy to

assist these pupils in achieving their academic objectives.

Parents should be knowledgeable and understanding of their children's

situations so they can assist and encourage them while they work through their issues.

DEFINITION OF TERMS

Irregular Student refers to a college or university student who is unable to follow

the list of subjects or the order in which the subjects are listed in the curriculum program

due to causes such as dropping, transferring, receiving failing grades, changingness.

Academic challenges refer to the difficulties or challenges that certain kids

could have when studying in school.

Academic performance refers to the assessment of students' performance in a

range of academic areas.

Time Management refers to the process of planning and organizing how much

time to spend in different projects and activities.

Financial Aspect refers to the management, acquisition, and utilization of

financial resources.
 Chapter II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents some important articles and other sources on this research

topic. This may help to understand the relevance of the study.

Related Literature

This research focuses on the challenges that irregular students have with their

academic courses. Problems with academic subjects are common among irregular

students (Problems Encountered by Irregular Students, 2018). The nature of the issue

might range from a basic sort of challenge observed to one that is categorized as

critical. An irregular student may consider dropping or withdrawing from a course,

receiving failing grades, or experiencing serious academic difficulties. One basic issue

that may arise is a conflicting class schedule (Problems Encountered by Irregular

Students, 2018). For some students, it would be challenging to approach new faces in

every class, and it would be exhausting to have a busy class schedule with little

downtime in between periods. It is not easy for irregular students to have an extremely

complicated class schedule just to enroll in subjects they need and to be with different

types of people in every class.

According to MESA, S. (2020) students who are not typically face several

challenges in their academic courses. The quality of the issue might range from a

serious one to a straightforward one. An irregular student may experience serious

academic challenges because of failing marks or getting dropped from a specific topic.

One may classify having a complicated or conflicting class schedule as a simple issue.
 However Sharp, A. M. (2023) A group of data points reveal a wealth of details

about a college student, Challenges such as mental health, financial challenges,

unexpected homelessness, or a lack of motivation can eventually be shown in a data

point but only if the student begins to miss class or does poorly on assignments.

According to Dolor, M. A. Santos, J. M. (2018), The list of challenges includes things like

inadequate time management, difficulty adjusting to an irregular schedule, a lack of

resources, and loneliness. The academic challenges that irregular students in the

Philippines face and how they impact their academic performance are investigated in

Ramos, D. M. (2018). The paper emphasizes the need for interventions and support

structures to help irregular students with their academic achievement. It addresses

issues like financial difficulties, time management issues, a lack of support, and feelings

of isolation.

According to Balacuit, C., & Lopio, L. (2022). The academic challenges, according

to the results, is financial, which is consistent with the qualitative based on the

participants' comments, which indicated that their everyday struggles are primarily

financial issues, which constitute the main academic hurdle exists. Furthermore,

psychological support is seen as an academic issue in that the immediate relatives of

working students are so financially and morally unsupportive that they are outwardly

demoralized.

Furthermore, Garcia, J. C. (2019) Few challenges they experience in college

include lack of academic preparation, inexperience with the application and admissions

process, and financial barriers The difficulties they subsequently face when enrolling in

College may be a cultural shock due to a lack of a feeling of belonging and personal
responsibilities such including restricted social and academic opportunities, family,

employment, and ongoing financial issues backing.

CYNTHIA (2018) irregular students a fair chance to qualify and achieve academic

standing or ranking is of utmost importance not only for prestige but as part of their

preparation for acquiring better opportunities in employment. Irregular students are just

like regular students who also excel in their academic performance despite being

hindered by several factors.

According to Evangelista A.D. et al. (2020) The studies show that being a

working student, returning to school, or being a transfer student can cause you to

become an irregular student. Irregular students who believed their instructors had high

standards and a rigid code of conduct had their expectations with them breached. Also

concluded that when irregular students assumed that regular students were

approachable and easy to get along with, their expectations with the regular students

were breached. The researchers concluded that having a flexible class schedule and

possibly having a lot of free time are benefits of irregular students.

DULAY, T. R. L. (2023) According to descriptive research, irregular college

students suffer a moderate amount of academic stress that is mostly brought on by their

professors, course materials, and assignments. panic and tension are probably more

common among college students, and they frequently feel unstoppable. When all that is

sought is achievement, too much effort is wasted striving to reach perfection (Hansen,

2018). According to Ulzano, A. G. D., & Gabriel, F. S. (2021) The top academic stressors

for students are their belief that they will succeed in their future careers; the amount of

requirements; their capacity to make up lost time; the amount of time spent in class and
on the academic load; the size of the curriculum or workload; and their belief that they

will succeed academical.

Regular students face enough challenges, but the daily struggles of irregular

students may prove to be more difficult to handle. (JASHEL TAGBAS 2020) she states

that her life being an irregular student, she feels out most of the time. Challenges Not

only inside the classroom but also outside the classroom., the perception of people adds

pressure to being an irregular student some will just cause anxiety and self-pity, which

later results in low self-esteem. Furthermore, most irregular students are afraid of

others' opinions and are unwilling to express their feelings and they think too easy to

judge. (KATRINA GOLAMCO 2020) state that being an irregular you experience out

place, and sometimes you feel unsure of yourself. As an irregular student time

management can help you to excel but as you get used to it, and helps you be

successful in your future endeavors. Adapting to a new course is among the common

problems that irregular students face. It was underlined that there are a variety of

reasons why a student may be irregular, therefore not all of them have bad or low

academic averages sometimes it’s a choice.

Related studies

Crisostomo, J. T., and Borja, E.V. (2019). It was discovered that irregular students

use a variety of coping mechanisms, including asking for academic support, organizing

study groups, and mastering effective time management. The study stresses how

crucial it is to give irregular students advice and support to help them develop better

coping skills. These studies offer perceptions into the difficulties irregular students have

in school and offer alternative solution.

 Kim and Kim (2019). explore the impact of irregular enrollment patterns on

academic performance and persistence among college students. The study provides

valuable insights into the challenges faced by irregular students and their ability to

persist in their academic journey.

Magallanes, M. (2020). This study aimed to gain a better understanding of the

academic difficulties that four-year college students (FGCS) face and how those

difficulties affect their entire academic experience. The study's findings revealed factors

that affect FGCS students' academic difficulties. The growing amount of coursework

makes it difficult for FGCS to manage their time. In addition, FGCS experience stress

and are unable to focus on their academics because of their lack of financial means.

FGCS's emotional stability depends heavily on the assistance of their families. Due to

the lack of family support, FGCS turns to their friends as their newfound emotional

support system when attending college. Many FGCS students believe they are

academically ready for college. Even though FGCS experience difficulties in college,

many of them are adamant about finishing.

Rose, D.T., et. al. (2023). study aimed to examine the relationship between

academic stress and coping mechanisms among 201 Filipino irregular college students

who were conveniently selected. The findings indicated that active emotional coping,

active problem coping, passive emotional coping, and passive issue coping are all

positively correlated with academic stress. There is a positive correlation shown

between active emotional coping, active issue coping, passive emotional coping, and

peer stress, as well as stress from tests and teachers. Stress, group study, and self-

inflicted stress, on the other hand, are positively correlated with active issue coping,

passive emotional coping, and passive problem coping. Furthermore, there is only a
positive correlation between time management stress and passive emotional and

passive issue coping. The study's future course and recommendations are considered.

Redondo-Flórez L, Ramos-Campo DJ, Clemente-Suárez VJ. (2022 Nov 10) We

discovered a significant relationship between academic performance and diastolic blood

pressure, VO2 max, and sleeplessness brought on by breathing problems. The results

indicated that the group with lower academic performance had significantly higher levels

of diastolic blood pressure, insomnia, and VO2 max. To increase academic success, our

results emphasize the significance of implementing various programs that may improve

these aspects, particularly those connected to physical activity and sleep patterns.

Squires, M. E., & Countermine, B. (2018) Our research showed that collegiate SWD

or students with challenges face both internal and external obstacles. Understanding

the complicated teaching-learning environment and putting into practice strategies that

support student achievement and lessen the stigma associated with disabilities are

crucial for overcoming these obstacles.

 Chapter III

RESEARCH METHODOLOGY

This chapter discuss the research method used in the study. It includes the

research design, research locale, respondents, sampling procedures, research

instrument, ethical standards, data gathering procedures, and statistical treatment.

Research Design

This study will use a descriptive survey method. It aims to discover challenges

faced by third year BEED college students of NORMI and their level of academic

performance.

Research Locale

This study will be conducted at Northern Mindanao Colleges Inc. The school is

located at Brgy.11, Cabadbaran City, Agusan del Norte.

Research Respondents

The respondents of this study will be the irregular college students of the

different programs of Northern Mindanao Colleges Inc. in the school 2022-2023.

Respondents of the study

3rd year BEED Respondents Total Percentage

 Students

Male Female

Section A 5 40 45 48.9%

Section B 8 39 47 51.1%

Total 13 79 92 100%

The number of respondents to the study among the learners of Northern

Mindanao Colleges Inc. is 50 students.

Sampling Procedures

The Research will use the Complete enumeration. This means that all the irregular

students correctly enrolled in the Normi will be taken as respondents of the study.

Research Instrument

The researcher’s questionnaire will be given to the irregular college students of

Normi and will have two parts. The First part will be the academic challenges

encountered by irregular college students. This part focuses on identifying and

understanding the academic challenges faced by irregular college students. The second

part of the questionnaire evaluates the academic performance of irregular college

students. The second part of the questionnaire aims to assess the academic

performance of irregular college students. This is also a critical component of the

research, as it helps to determine whether the identified challenges have an impact on

their academic success.

Ethical Standard
 Research obtained informed consent from potential research participants before

beginning any study, reduced participants' risk, protected respondents’ anonymity, and

confidentiality, abstained from deceptive practices, and provided them with the option to

leave the study at any time.

Data Gathering Procedure

To make the collection of data formal and official the researchers will ask for a

permit from the Dean of every department. After the admission of the request, the

researcher personally distributes the questionnaire together with the respondent's

consent to the irregular college student. The questionnaire will be retrieved then tally,

analyze, and interpret the data.

Statistical Treatment

The following statistical treatment was used in this study.

Frequency and percentage. This statistical tool was used to determine the

percentage of the respondents.

Formula:

P= F/N X 100

Where:

P defined as the percentage,

F defined as the frequency,

N defined as the no. of the respondents, and.

100 defined as the constant number

Weight Mean. This statistical tool was used to determine the academic challenges of

irregular college students.

Formula: (x̄ ) = Σx / N
Where:

(x̄ ) referred as Mean.

\Σx referred as sum of all data points and

N referred to Number.

Scoring and Quantification

Rating Range Qualitative Description

4 4.21- 5.0 Always

3 3.41 – 4.20 Seldom

2 2.61 – 3.40 Sometimes

1 1.81 – 2.60 Rarely

Scoring and quantification to be used in the study.

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Expectancy Violations as Experienced by The Irregular Students of the Polytechnic

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 RESPONDENTS SURVEY QUESTIONNAIRE

Name (optional) _______________________

Section\Program____________________

PART 1. CHALLENGES ENCOUNTERED BY BEED STUDENTS

Direction. Check in the box that best describes your answer using the following scale

Rating Range Qualitative Description Verbal Description

4 4.21-5.0 Always Always find the difficulty

3 3.41-4.20 Seldom Seldom find the difficulty

2 2.61-3.40 Sometimes Sometimes find the difficulty

1 1.81-2.60 Rarely Rarely find the difficulty

INDICATORS RATING

Time management 4 3 2 1

1. The workload in my program is manageable.

2. Balancing part-time work with academic responsibilities

is challenging for me.

3.I face challenges in managing my time effectively.

4. i experience challenges in prioritizing between academic

and personal commitments.

5.Balancing extracurricular activities with academic

responsibilities is challenging for me.

Financial management

1. I struggle to cover the expenses associated with field

experiences, such as transportation and supplies.

2. I receive sufficient support and guidance from my

parents.

3. The cost of tuition and fees creates financial stress for

me.

4. The cost of transportation to and from campus or

practicum sites is a significant financial concern for me.

5. the cost necessary educational technology tools (e.g.,

laptops, software) is a financial strain for me.

Physical condition

1. I face challenges in collaborating with peers and

colleagues on group projects.

2. The design of classrooms and learning spaces promotes

physical comfort and movement.

3. I experience stress related to assessments and

examinations in my coursework.

4. The campus facilities adequately support my physical

well-being (e.g., ergonomic chairs, accessible classrooms).

5. I faced unhealthy sleep routine because of my

academic responsibilities.